Cheryll Duquette

Persistence in high school: Experiences of adolescents and young adults with Fetal Alcohol Spectrum Disorder

Abstract Background This study examined persistence in high school among students with Fetal Alcohol Spectrum Disorder (FASD) from the perspective of the adolescents themselves. Tintos (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for the research. This model consists of three factors: background characteristics, academic integration, and social integration. Method A collective case study method involving 8 adolescents with FASD from Canada and the United States was used. Results Although the students did not meet the usual academic standards and had acquaintances rather than friends, they perceived themselves as academically and socially successful. It was shown that persistence occurred largely because of the strong support of, and advocacy by, the adoptive parents. Conclusions Parental advocacy is an environmental factor that may protect adolescents with FASD from dropping out of high school.

THE ROLE OF THE COOPERATING TEACHER IN A SCHOOL-BASED TEACHER EDUCATION PROGRAM: BENEFITS AND CONCERNS

Abstract A school-based teacher education program is described. The focus of this research is the cooperating teacher. Specifically, the role of advisor (cooperating teacher) and the benefits and concerns are examined. Twenty-three advisors completed a questionnaire related to the school-based teacher education program. The benefits were personal and professional development, time to work with specific pupils and plan programs, meeting new people and the pleasure of watching a student teacher develop. The concerns were time constraints and problems with poor student teaching performance.

Examining Autobiographical Influences on Student Teachers with Disabilities

This was an exploratory study involving four students with disabilities who were enrolled in a 1-year post-graduate teacher education programme. The purpose of the research was to determine if and how a disability and previous school and life experiences influence early teaching practice. Three phases of data collection using mixed qualitative methods were used in this study. There were five findings: the participants generally had negative elementary and secondary school experiences, the families of the subjects were important in terms of supporting or not supporting educational activities, the students had accepted their disabilities, they possessed specific character traits that contributed to their success, and the participants did not replicate the teaching methods to which they had been exposed.

Secondary school experiences of individuals with foetal alcohol spectrum disorder: perspectives of parents and their children

The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto’s (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) background characteristics and attributes affecting the level of goal commitment, (2) level of academic integration, and (3) level of social integration into the institution that determine whether or not a student will graduate. The findings showed limited support for Tinto’s SIM and that parental advocacy is strongly linked with persistence among adolescents with FASD. A new model showing the parents’ role in encouraging persistence through their actions at home and advocacy at the schools is presented.

Fighting for Their Rights: Advocacy Experiences of Parents of Children Identified with Intellectual Giftedness.

This research examined the advocacy experiences of 16 parents of adolescents and young adults who had been assessed as intellectually gifted. The purpose was to determine the applicability of the four dimensions of advocacy to their experiences (awareness, information seeking, presenting the case, and monitoring). Participants responded to a questionnaire and 14 also participated in individual interviews. The parents advocated individually to have their own children identified as intellectually gifted, to have them placed in specific programs, and, in the case of a dual diagnosis, to have accommodations written in the Individual Education Plans. It was also found that their experiences could be categorized according to the dimensions of advocacy and that there was a process involving a series of key events that triggered activities associated with each dimension.

Educational Advocacy among Adoptive Parents of Adolescents with Fetal Alcohol Spectrum Disorder.

The purpose of this qualitative study was to examine the educational advocacy experiences of 36 adoptive parents of adolescents and young adults with fetal alcohol spectrum disorder (FASD). The participants responded to a questionnaire and 29 of them also engaged in an in-depth individual interview. Data were analysed inductively. Emerging from the data were four dimensions of advocacy: awareness, information seeking, presenting the case and monitoring. It was also found that the Internet was an essential tool for parents to seek information and support from others, and that in some cases advocacy was a means for parents to obtain respect from educators and programmes and services for their children.

Evaluation of ThinkFirst for kids injury prevention curriculum for grades 7/8.

BACKGROUND Head injury causes substantial morbidity and mortality in children. The ThinkFirst For Kids (TFFK) program improves knowledge of safe behaviours in kindergarten to Grade 6 students. METHODS This study evaluated the TFFK curriculum for grade 7/8 students. Knowledge acquisition was assessed quantitatively by an injury prevention test at baseline, at curriculum completion, and six weeks later. Participant experiences and behaviours were explored qualitatively by interviews and focus groups. RESULTS Students (n=204) and teachers (n=6) from four schools participated in this study. Test scores improved from baseline (26.48+/-0.17, n=204), to completion (27.75+/-0.16, n=176), to six weeks post-completion (28.65+/-0.13, n=111) (p<0.05). Most students reported their decision-making and participation in risky behaviors was altered by the curriculum. INTERPRETATION The TFFK curriculum may promote education about head injury prevention among Grade 7/8 students, with a suggestion of long-term knowledge retention. The curriculum was well-received and may be suitable to reduce risky behavior and injuries in children.

A study of inclusive practices

The purpose of this research was to examine the experiences of four pre-service teachers (PSTs) implementing differentiated instruction (DI) using action research. During a practicum, the participants recorded data about their use of DI and took part in collaborative reflective discussions with a professor. The data were analysed inductively. It was found that the PSTs’ planning was guided by the DI strategies and they regularly incorporated 10 DI strategies in their lessons. When they encountered problems implementing DI, the professor played an important role in by modelling reflection, analysis and problem-solving during collaborative reflection sessions. The use of action research to investigate their practice increased the PSTs’ understanding of the students and how to use DI strategies effectively.